Promoting English Language Acquisition in Secondary Mathematics through Dialogic Integration of Instructional Technology

Abstract

This chapter uses the theoretical perspective of dialogism to examine how two suburban secondary math teachers use technology in the classroom to enhance language and content knowledge development for English learner students. Data for this study includes teacher lesson plans, transcripts of recorded lessons, and teacher reflections and is analyzed using a collective case approach. Results indicate that communicative acts in the classroom fall along a communication spectrum, and uses of specific technologies to increase dialogic interaction among students and between students and teachers are discussed. Thoughtful use of certain technologies may enhance opportunities for English learner students to claim a voice in the classroom and improve their language skills.